Heritability of decisions and outcomes of public goods games

Retrospective Self-Reported Childhood Experiences in Enriched Environments Uniquely Predict Prosocial Behavior and Personality Traits in Adulthood

What features of people's childhood environments go on to shape their prosocial behavior during adulthood? Past studies linking childhood environment to adult prosocial behavior have focused primarily on adverse features, thereby neglecting the possible influence of exposure to enriched environments (e.g., access to material resources, experiences with rich cooperative relationships, and interactions with morally exemplary role models). Here, we expand the investigation of childhood environmental quality to include consideration of enriching childhood experiences and their relation to adult prosociality. In two cross-sectional studies, we found promising evidence that enriched childhood environments are associated with adult moral behavior. In study 1 (N = 1,084 MTurk workers), we adapted an existing measure of enriched childhood environmental quality for retrospective recall of childhood experiences and found that subjects' recollections of their enriched childhood experiences are distinct from their recollections of adverse childhood experiences. In Study 2 (N = 2,208 MTurk workers), we found that a formative composite of subjects' recollections of enriched childhood experiences is positively associated with a variety of morally relevant traits in adulthood, including agreeableness, honesty-humility, altruism, endorsement of the principle of care, empathic responding to the plights of needy others, and charitable donations in an experimental setting, and that these associations held after controlling for childhood environmental adversity, childhood socioeconomic status, sex, and age. We also found evidence suggesting that some, but not all, of the relationship between enrichment and adult prosociality can be explained by a shared genetic correlation. We include a new seven-item measure as an appendix.

No association between genetic variants in MAOA, OXTR, and AVPR1a and cooperative strategies

The effort to understand the genetic basis of human sociality has been encouraged by the diversity and heritability of social traits like cooperation. This task has remained elusive largely because most studies of sociality and genetics use sample sizes that are often unable to detect the small effects that single genes may have on complex social behaviors. The lack of robust findings could also be a consequence of a poor characterization of social phenotypes. Here, we explore the latter possibility by testing whether refining measures of cooperative phenotypes can increase the replication of previously reported associations between genetic variants and cooperation in small samples. Unlike most previous studies of sociality and genetics, we characterize cooperative phenotypes based on strategies rather than actions. Measuring strategies help differentiate between similar actions with different underlaying social motivations while controlling for expectations and learning. In an admixed Latino sample (n = 188), we tested whether cooperative strategies were associated with three genetic variants thought to influence sociality in humans—MAOA-uVNTR, OXTR rs53576, and AVPR1 RS3. We found no association between cooperative strategies and any of the candidate genetic variants. Since we were unable to replicate previous observations our results suggest that refining measurements of cooperative phenotypes as strategies is not enough to overcome the inherent statistical power problem of candidate gene studies.

Psychosocial Twin Cohort Studies in Japan: The Keio Twin Research Center (KoTReC)

The Keio Twin Research Center (KoTReC) was established in 2009 at Keio University to combine two longitudinal cohort projects - the Keio Twin Study (KTS) for adolescence and adulthood and the Tokyo Twin Cohort Project (ToTCoP) for infancy and childhood. KoTReC also conducted a two-time panel study of self-control and psychopathology in twin adolescence in 2012 and 2013 and three independent anonymous cross-sectional twin surveys (ToTcross) before 2012 - the ToTCross, the Junior and Senior High School Survey and the High School Survey. This article introduces the recent research designs of KoTReC and its publications.

Genetics and Learning: How the Genes Influence Educational Attainment

The brain is the organ of thought. The word thought is defined as the act of thinking about or considering something: an idea or opinion, or a set of ideas about a particular subject. It implicitly includes the processes of learning. Mental functions, including most if not all aspects of human behavior, such as those related to learning, arise from the activity of the brain. Neural connections that generate and support mental functions are formed throughout life, which enables lifelong learning of new concepts and skills. Both brain formation and function, as well as neural plasticity, are influenced by the activity of a variety of genes and also by epigenetic modifications, which contribute to the regulation of gene expression by adapting it to environmental conditions. In this review, aimed especially at education professionals, I discuss the genetic and epigenetic contributions to mental aspects related to learning processes in terms of heritability. I will argue that, despite most if not all aspects related to learning having a clear genetic background, innate abilities can be enhanced or diminished through educational processes. Thus, the importance of education, in the context of the inheritability of learning processes, will be discussed. The conclusion I draw is that, despite the relatively high genetic heritability shown in most brain processes associated with learning, educational practices are a key contributor to student development, allowing genetically based skills to be enhanced or alternatively diminished. Therefore one of the main goals of education in a changing an uncertain world should be to form adaptable and versatile people who can, and want to, make the most of their capabilities. Thus, knowledge derived from genetics and epigenetics, as well as from neuroscience, should be used to enhance education professionals’ understanding of the biological origins of differences in mental capabilities, thereby empowering them with the possibility to adopt more respectful and flexible educational practices to attain the goal mentioned above.